Dunneback AM 2019-2020 (Period 2) Assignments

Collect all of your answers and put them on one Google Doc.

You will be given time to complete this during small groups.

Choose the assignment that best suits your ability, be honest with yourself!
Use Kami to edit the PDF or Print and take a photo.

Choose the assignment that best suits your ability, be honest with yourself!
Use Kami to edit the PDF or Print and take a photo.

Choose the assignment that best suits your ability, be honest with yourself!
Use Kami to edit the PDF or Print and take a photo.

WOO! EXTRA CREDIT! If you are also up at Midnight and reading this right now please take care of yourself and go to bed.

Scatter Plot Vocabulary - Create a demonstration that explains each of the terms below. Use scatter plots on the poster showing real-world relationships that could illustrate each of the terms.
For your demonstration you may create a Google Slides Presentation, a Google Doc, a Poster, or another means of your choosing.
• Positive association
• Negative association
• Linear association
• Non-linear association
• Clustering
• Outliers

Choose the assignment that best suits your ability, be honest with yourself!
Use Kami to edit the PDF or Print and take a photo.

Please read directions carefully.

Design an activity kit to teach third graders about volume. The lesson could do any combination of the following:
• Teach the general concept of volume.
• Show volume using at least two different solids.
• Show and teach that different sizes of containers have different volumes.
• Show and teach that sometimes containers that are different shapes have the same volume.

The lesson will include:
• A written explanation describing what students will learn from the lesson.
• A step-by-step lesson plan to follow that will take approximately 30 minutes to complete.

There are five basic solids: prisms, cylinders, pyramids, cones and spheres.
The surface area of a sphere is not the sum of the lateral area and the base
area. The formula is given below.

Step 1: Use resources to find the radius of the eight planets in our solar system.
Step 2: Assume each planet is a perfect sphere. Calculate the surface area of each planet in square
miles. Use 3.14 for π. Round to the nearest whole square mile.

Use the Evidence Cards to answer the following questions:

Evidence Card A:
Which trait helped sticklebacks survive the longest? Which trait was the least helpful for survival?
What information does this card give you about the relationship between fast sticklebacks and predators or prey?

Evidence Card B:
What is different about how salmon and dragonfly nymphs hunt for and catch sticklebacks?
If sticklebacks used to be eaten by salmon and are now eaten by dragonfly nymphs, how might that change the speed trait that helps sticklebacks survive?

Evidence Card C:
Are the prey in the current environment mostly slower or faster than the previous environment?
Which speed trait do you think would help sticklebacks stay alive in the current environment?

Evidence Card D:
Which prey population was the largest in the sticklebacks’ previous environment?
Which prey population was the largest in the sticklebacks’ current environment?
Which prey do you think sticklebacks ate more of in their previous environment: seed shrimp, copepods, or fish eggs?
Which prey do you think sticklebacks eat more of in their current environment: seed shrimp, copepods, or fish
eggs?
Connect this information to the speed evidence found on Evidence Card C. Which speed trait do you think would help sticklebacks survive in their current population?

Evidence Card E:
How can you describe the dragonfly nymph population now compared to before the sticklebacks arrived?
Did the dragonfly nymph population change at all?
Did the timing of the change have anything to do with the sticklebacks?

Evidence Card F:
How can you describe the water flea population now compared to before the sticklebacks arrived?
Did the water flea population change at all?
Did the timing of the change have anything to do with the sticklebacks?

A water glass is half full. When ice cubes are added the water level rises.
This is called displacement. It is possible to calculate the volume of objects
using displacement.

Example: A cylinder has a radius of 1.5 inches. The 8-inch tall cylinder is half
full of water. When ice is added the water level rises 3 inches. Find the volume of the ice.
Write the formula. V = πr²h
Substitute known values. = (π)(1.5)²(3)
Find the value of the power. ≈ (3.14)(2.25)(3)
Multiply. ≈ 21.195
The ice has a volume of about 21.195 cubic inches.

Find the volume of each object using displacement. Use 3.14 for π.

Step 1: A 12-inch tall cylinder has a radius of 3 inches. A rock is dropped in the cylinder and the
water rises 5 inches. Find the volume of the rock.

Step 2: Keely filled her glass half full of tea. She then put in 5 equal-sized ice cubes. The base of her
glass has a 10 cm diameter. The tea reached 16 cm high in the glass. The tea rose to 20 cm
when the ice was added.
a. What was the height change when the ice was added?
b. Find the volume of the ice.
c. Find the volume of one ice cube.

Step 3: A fish tank is a 13” × 24” × 16” rectangular prism. The water rises 5 inches when the fish are
added. Find the volume of the fish. (Note: 16” is the height of the fish tank.)

A composite solid is two or more solids that are connected. Sketch each
of the composite solids that are described below. Create measurements
for any dimensions needed for finding the volume of the figure. Find the
volume of each solid.
1. a cone stacked on a cylinder with equal-sized bases
2. a hemisphere on a cone with equal-sized bases
3. a cylinder on a cube where the edges of the circular base of the cylinder touch the edges of
the square base of the cube
4. a cylinder with a hemisphere on each end (equal-sized bases)

Article in Amplify

Please choose the practice that you feel best suits your ability right now. Proficient practice is where most of you should fall but if you need something more simple or more challenging you are welcome to choose challenge or tiered. Please either write in your answers using Kami or print it, complete it, take a picture, and upload it.

This is extra credit.

- Make a copy of the document and fill it in.
- Please be sure to complete the annotation tracker as well as answer the questions.
- Skip questions 1 and 2
- Investigation Question: How do individuals in a population get their traits?

Scientific notation is commonly used by scientists, doctors, engineers
and mathematicians. Scientists often encounter very large and very small
numbers when they work with elements in the world around us. Scientific
notation is used to represent these types of numbers.

Find ten real-world objects or situations where very large or very small
numbers are used and are expressed in scientific notation. Record each number in scientific and
standard notation. Describe what the number represents. Include pictures or diagrams.

Large numbers exist in many different real-world scenarios. Answer each
question using scientific notation and standard notation.

1. The average American eats 270 pounds of fruits each year. There are about
325 million Americans. How many pounds of fruit are consumed in
America each year?

2. America produced 254 million tons of garbage in 2013. A ton is 2,000 pounds, and there are
about 365 days in a year and 325 million Americans. How many pounds of garbage were
produced each day of the year for each man, woman, and child in America in 2013?

3. Approximately 205 billion emails were sent per day in the world in 2015. How many e-mails
were sent each second? How many emails were sent per during the full year?

4. The average American drinks 53 gallons of soda each year. There are about 325 million
Americans. One gallon is approximately equivalent to 13 cans of soda (12 ounce can).
Approximately how many cans of soda are consumed in the United States each year?

5. Which statistic above was most surprising to you? Why?

Choose 4 or more exponent properties from Lesson 8.1 and 8.2.
Create a video tutorial that other students could watch that shows how to use each of
your chosen exponent properties. In your video tutorial, include an overview of each
property and work through at least one step-by-step example. Consider using a white
board, chalk board or piece of paper to show the work while narrating each step of
the example. The entire video should be between 2 and 5 minutes in length.

What occupations use scientific notation regularly in their jobs? Write a one-page paper about at least three different careers where scientific notation is used. Include a description of the career and give examples of quantities they might use that would be recorded in scientific notation. In your summary paragraph, choose one of the careers you described that you would be most interested in pursuing and explain why.

Math
Complete transformations worksheet
Complete properties of parallel lines worksheet
For additional support reference Edgems Unit 6 and 7 lesson videos.

Science
Article: The Moon in the Morning

Math
Slope and Linear Equations Review
Complete slope of a line from a graph worksheet
Complete slope of a line from two points worksheet
Complete find slope and y-intercept from an equation worksheet
Complete graphing lines from an equation worksheet
For additional support reference Edgems Unit 3 and 4 lesson videos.

Science
Article: Tag! You’re Hit!

Math
Complete multi step equations worksheet.
For additional support reference Edgems Unit 1 lesson videos.

Science
Article: "Amusement Park Motion"

Math
Complete Pythagorean Theorem worksheet
Complete Distance Formula worksheet
For additional support Reference Edgems Unit 2 lesson videos.

Science
Article: Crashing, Jumping, Falling

Discuss these questions with your partner:

What can you infer about the strength and direction of forces experienced by the pod and space station when they collided? What evidence from today’s activities supports your inference?
In a message from Dr. Gonzales, we learned that the space station is moving as a result of the collision. Say which direction you think it is moving and explain why.

Word Relationships Routine
Imagine this scene:

Mary used a bat to swing at a baseball that was moving toward her. She hit the baseball and it traveled in the opposite direction, right out of the park!
Work with a partner and use the words on the cards to create sentences that describe what actually happened to the baseball when Mary hit it with the bat. Do this aloud or use scratch paper.

Use at least two words from the word bank in each sentence. You don’t have to use all the words.
Create as many sentences as you can. You are not limited to a one-sentence description. In fact, try to use more than one sentence to express your ideas.
When you are finished creating sentences, join another pair and share your sentences.
Word Bank

cause
effect
force
mass
velocity
collision

Take the test linked below, screenshot your result, and create a 5 slide presentation (not including your title slide) about how this learning style and how it impacts your learning.

Be sure to include your screenshot in your slides as evidence.

https://www.literacynet.org/mi/assessment/findyourstrengths.html